The Teaching Behind the Teaching

Parker Palmer describes the current model of education as an objectivist platform from which educators dole out knowledge. He goes on to say that the teacher is most often doling out the same knowledge that they themselves were given and asserts that this type of learning presents no opportunities for students to establish any real connection or personal interpretations of this knowledge. Objectivism completely disregards self. As a result, education churns out frustrated, highly competitive individuals, ill prepared to interact with the realities of life and the world in general. Despite an understanding that this system is seriously flawed, both teachers and students adhere to the security it offers. To reiterate his point, Palmer relates the parable of Abba Felix – true understanding is dependent upon both student and teacher genuinely comprehending / internalizing knowledge.


Reflection
I have only encountered a few teachers who have been more like Abba Felix. In my undergraduate classes I had one painting teacher who was particularly Abba Felix-like. She possessed a sort of mystical quality and purposefully gave just enough instruction and defined just enough in terms of assignment parameters. It was so different than anything I’d ever experienced that I recall being somewhat awed. I figured out a tremendous amount on my own: studio skills, work ethic and many other valuable lessons having nothing to do with painting or art. At MU I’ve chanced upon a few Abba-Felix mannered instructors. My brain has seriously ached as I’ve struggled to synthesize some of the lessons learned at their hand. Yet, I cannot recall of a time when I’ve felt more satisfied and my thirst for even greater knowledge and understanding has grown.

The amount of objectivism present in my classroom and teaching today is a source of great conflict to me. My personal teaching philosophy is based on constructivism yet the elementary art curriculum in my district is based solely on skills. For our standards-based report cards I am required to assess each student’s performance on these skills. It is definitely objectivist to stand at the whiteboard and say, “Today we’re going to be learning how to use shading techniques.” (Because, in the back of my mind, that’s what you’re going to be graded on this quarter.) Sometimes I can embed the skill into a meaningful unit, but it’s a challenge. I agree with Parker Palmer, there is a proper context for teaching skills. I’m frustrated that it takes the bulk of my time to do so and the more I learn, the greater my frustration. Ideally, I want my students to be able to think critically and creatively. I want them to learn perseverance and to understand that failure is opportunity. I want them to be open-minded and observant. I want them to be individuals with fearless passion. I want them to be good stewards of the earth and to do right because they know in their hearts that it’s what they should do. How does shading have anything to do with life?

I read this chapter early in the week, and found myself confronting objectivism at school time after time. The PBIS (Positive Behavioral Intervention and Supports) rules for my school require students to follow a set of rules that are consistent throughout the building. Students are randomly rewarded for exhibiting positive behavior. While I am a fan of positive behavior, I'm not certain that this is the way to best encourage it. When one child is rewarded, others, especially the younger students question why they didn't receive a reward. The behavior isn't a thing that students learn to exhibit because they understand the importance of the rules, they do it because they are told that they have to, and, if they are lucky, they might be rewarded. There's an unnatural air of competitiveness, and I've witnessed many a student breaking the rules when they think no one is watching.

My Educational Family Tree

I thoroughly enjoyed this assignment and had a difficult time making myself STOP working on it long enough to post.

 

Patterns that Emerged

When looking at the qualities of those teachers that impacted me the most in a positive manner, I found that I was most influenced by those who demonstrated such a love for their field that it went beyond passion, Dr. Kathy Unrath being at the very top of that list. I view those people as my role models.

I am also greatly influenced by random people with whom I feel a special connection. I’m struggling with how to put this into words, but when I find one of them it feels as though we were molded from the same mold or as if I’ve encountered one of my people. This connection transcends age, and gender, and involves more than them just being a creative individual. Even if they are very different from me I value and treasure their thoughts, this hard to describe link encourages me to broaden my perspectives. Does that make any sense at all?

 

Surprises

When reflecting on the teachers and qualities which affected me, I was stricken with the realization that for most of my life that my art teachers weren’t really the ones I who influenced me much as a teacher. This came as somewhat of a surprise since I am, after all, an art teacher. There were some creative moments now and then, but for the most part they taught me about art and the processes and procedures of art making. I’ve included them in my visual lineage; however, most of them didn’t make the cut for the prestigious inner space that represents the heart of my tree.

 

Another surprise I uncovered was that when I had a negative experience, I tended to shut myself off to whatever it was in relationship to. Bad experiences with teachers led me to believe that I was bad at whatever they were teaching. Cases in point include wheel thrown ceramics, watercolor, and most sports. Even as a mature adult I have attempted to improve my skills in these areas and it makes me extremely nervous. I can’t relax; my mind is convinced that it’s something I just can't do.

Though my tree gives the appearance of being complete, I believe there's still plenty of space and room for addition and / or embellishment. This tree will continue to grow as long as I live.

 

 

   

Lamme Response to SpaceTime Cat

In response to your reflection (SpaceTime Cat), I say yes, yes, and double yes to your additions to Lehmann’s list.

• #13 the ability to empathize with one’s co-workers is critical to the success of a school. In my opinion, the climate of a school likely contributes a great deal more to the success of that school than it is given credit for. Funny too, when you enter the doors of a school, you can sense the climate, an unseen force at work.
• #14 Creative ability and use of creative problem solving - being art teachers, I think that we have a natural bent towards this. So much so, that I tend to see everyone as possessing this attribute, but in actuality, that’s just not the case.
• #15 Ability to conduct action research - For planning purposes, my district requires staff to participate in an annual survey. This data also contributes to administrator evaluation. A few years ago, one of the survey questions was in regard to action research. My building, as a whole, scored very low marks. Consequently, the following school year, we had an in-service on action research and were required to submit ongoing evidence of individual classroom action research. While initially off-put that I had to “do one more thing,” the experience served to make me more reflective. Education in our country could do a 180 if it genuinely started with the students and worked upwards!
Reflecting on My Response
In keeping with this week’s self-assessment, I decided to assess myself on Beth’s three additions to the list. Inspired by her in-depth comments, I’m challenging myself to do the same. J
Ability to empathize with and understand the burdens of your co-workers.
I’m giving myself a 3 here. In my response I acknowledge positive school climate as critical to success. My building is small in comparison to most of the elementary schools in my district. I think that alone contributes to an overall positive atmosphere. However, as our student population has grown over the years, I find myself pushed to the very limits, actually somewhat beyond on occasion to what DESE guidelines recommend. I no longer have time to eat in the staff lounge, there’s no passing time between classes, and plan time has me prepping like a woman possessed. Once the unofficial organizer of staff potluck luncheons and after-work happy hours, now I find the only time I see many of my colleagues is when they drop off or pick up their students and then there’s no time to talk. So, while I do see the ability to empathize with and understand the burdens of my co-workers as being very important, it’s going to be difficult and I’m not sure how I can improve, but I’m open to suggestions.

Creative ability and use of creative problem solving.

Let me not break my arm in a rush to pat myself on the back, but I excel at creative problem solving. I tend to view things in a different way than my (mostly) left-brained colleagues. One of my co-worker friends is always commenting that she would never have conceived of some of my solutions. I also feel that I’m strong when it comes to creative ability, though sometimes I get frustrated at getting so caught up in my own head that it interferes with my ability to actually act on that ability. Does that make sense? I’m giving myself a 1 on problem solving, and a 2 on a creative ability.

Ability to conduct action research.

Action research seems to be inherent to being an art teacher. I teach three classes of every grade K-5, with the exception of first and there are four classes at that level. Of course there are exceptions, but I’ve long felt that the class in the rotation to have me the last always gets the best lesson from me. I’ve had time to test it, tweak it, and figure out the most effective way to maximize the learning experience. Sometimes I throw something completely out the window after trying it once, and am not afraid to tell my kids, “Hey, this isn’t working out the way I pictured it.” I think it’s good for them to see me confront challenge and to witness perseverance in action. I feel like I could make more of a difference though. I’d like to use the results from my own action research to effect change in education as a whole. (Cue the music and golden beams!!! This is kind of an epiphany moment! I’ve vocalized something that’s just been floating around in the recesses of my brain. I WANT to change education, but it seems so big that I don’t know where to start!) That being said, I’m giving myself a 2.

 

 

 

 

Week 1 Lamme Response to Ridlen

Michelle,

For the past fourteen years, sitting in various staff meetings, I have heard the exact comments that you reference, especially the "what goes around, comes back around."  I remember the furor that (silently) erupted when the concept of PLC’s were first introduced. It does seem that these feelings are most often coming from those who have been teaching the longest. On one hand, I understand their frustrations. As education in the US continues to grapple with the twenty-first century paradigm shift, it seems as though teachers, at least in my district, are constantly demanded to use some new tool or technique. This is always on the heels of the last new, best thing which they are still trying to master. On the other hand, funny - I think you may be on to something - I always tend to think of myself as someone who hasn’t taught that long - LOL, the teachers who have the attitude that they can always improve possess the attributes that Lehmann identifies as those of a great teacher. (Not that I’m saying that I’m a great teacher, but I certainly aspire to be one!)

I have witnessed that these, generally older teachers, can have a cancer-like effect in their grade levels, their negativity and don’t give a hoot attitude poisoning their younger and less experienced colleagues. I have witnessed the opposite of this happening as well, just not as often. It’s that whole “One bad apple” situation. To me it seems as though some people are, by nature, more open-minded and flexible in their thinking. I’m not sure if it’s a generational thing, or a personality thing. Perhaps the psychology class you are taking will reveal the answer!

Reflecting on my response -

I had the good fortune to work alongside one of the best teachers I have ever known until his frustrations with the whole "what goes around, comes back around" drove him into retirement. He was completely fed-up with change, and not at all interested in collaboration. Never-the-less, he was passionate about teaching, passionate about his grade level, and he loved kids. He went out of his way to really get to know his students. An avid sportsman, he frequently took small groups of students and their parents on fishing trips. He taught largely through the use of personal narrative. He was tough, there were weeks where his students lost the privilege of recess, yet year-after-year former students flocked back to visit their beloved teacher. He was invited to their weddings and graduations, and in touch with students from his earliest days of teaching. He, self-admittedly, rarely cracked open the curriculum guide and absolutely refused to "teach to the test". Yet, every year when test scores were released, his were consistently the best in the entire district. Perhaps this man was an exception, but I cannot help but think of him when I think of great teachers. In my opinion, when we try pick out the qualities that great teachers possess, we can't overlook the fact that sometimes the very best ones don't quite fit into the mold.

What Makes a Great Teacher?

In this article, Chris Lehmann asserts that some individuals seem to possess a natural inclination towards excellence in teaching and conversely, others, despite holding the same or greater training, are miserable failures. Lehmann does not claim to have written a comprehensive list, but has identified a set of characteristics that natural born teachers tend to have in common, which he offers as food for thought. These characteristics include: “Passion for teaching, Love of kids, Love of their subject, Understanding of their subject, Understanding of the role of a school in a child’s life, A willingness to change, A work ethic that doesn’t quit, A willingness to reflect, Organization, Understanding that being a “great teacher” is a constant struggle to always improve, Enough ego to survive the hard days. Enough humility to remember it’s not about you and, A willingness to work collaboratively.” http://www.washingtonpost.com/blogs/answer-sheet/post/the-12-qualities-great-teachers-share/2011/06/13/AGL64fTH_blog.html

It’s been my experience that it’s a lot easier to pick out the qualities that make a not-so-great teacher than the other way around. We’ve all either had one, worked alongside one, or more likely, both. Both are definitely the case for me. Throughout my educational experience I suffered through school years of:

The indifferent teacher - who I am unconvinced ever learned my name, despite the fact I was in her room the entire length of third grade.

The unhappy teacher - I have clear recollections of educational experiences from every single K-6 classroom with the exception of fifth grade. What I do remember, is that this teacher never smiled, never gave the slightest indication that she enjoyed her job, or even that she liked children.

The not-so-hands on teacher - I was super psyched to take ceramics as an undergrad. My small high school art program hadn’t offered much in the way of ceramics, I couldn’t wait to get behind a potter’s wheel. My instructor was a pretty amazing man, his own work was definitely impressive, but he didn’t teach me a damn thing. Not even when I, in serious frustration, sought his help repeatedly. I mostly remember him, sitting in a relaxed position, at his desk - in his office, happily munching on red apples. Sadly, I’ve never mastered the art of throwing a pot. L

Along the way, I’ve also encountered some amazing teachers; the ones that I tend to measure myself against. Like I said, it’s more difficult to pinpoint those characteristics, but I think that Lehmann has done an exceptional job. I think I’ve been in the field long enough that in reading his list that there were no real “Aha!” moments, but more, head-nods and uh-huhs. For most of these characteristics I either envisioned a teacher who personified that quality, or thought, “Yeah, I completely agree.”

When it comes to both a passion for teaching and a passion for your subject, it seems to me that these two go hand-in-hand. If you LOVE to teach, then it only makes sense to teach what you love. Right? In reading Lehmann's description, I couldn’t help but envision Dr. Kathy Unrath, rushing in for a class, about to burst to share about something she saw on late-night TV, or something she’d just read and HAD to let us in on. She’s who I want to be like when I grow up!

I think my personal strongest characteristic as a teacher is #2, love of kids. There’s just something about seeing those earnest, innocent, little, fresh scrubbed faces, beaming up at you. (For the record, there’s something about the not so innocent, not so fresh scrubbed faces too! Even the monsters have something about them to love.) Elementary kids are precious little sponges that want to soak it all in. It’s a staggering responsibility to give them your best even on the days when you feel your worst. I would hate to be remembered as the teacher who never smiled!

In my opinion everything else in the realm of great teacher-ness, #4-12, would pretty much fall into place if a teacher is passionate about their teaching, passionate about their subject, and genuinely loves kids.

Introduction

Experiencing Some Technical Difficulties

I’m Sheryl Lamme, I received my BSED in Art from UCM about a hundred million years ago, when it was CMSU and dinosaurs still roamed the face of the earth. I’ve traveled the world, lived on both coasts and in between, courtesy of the US Navy. My husband was the active duty service member; I was full time mom, home-maker, and supportive Naval Officer’s spouse. (I must say that it was an amazing experience - I loved every minute!)

I’ve taught elementary art for the past fourteen years. My certification is K-12 and occasionally I toy with the possibility of teaching at a different grade level, but truth is, I adore my elementary students. My school is located on Ft. Leonard Wood, a large Army training post. My kids are 99.9% military dependents. I think my own experience with the military lifestyle helps me understand them a little better.

This winter I completed my coursework, from MU, for a Master’s in Learning, Teaching, and Curriculum with an emphasis in art. It was one of the best experiences of my life! Kathy Unrath is, as VaLynda Fremont claims, “A magical wizard!” My fervor for teaching has been completely reignited, and despite the fact that I really, truly wanted at least a short break from school, when I learned that my dear and much respected friend Amy Roupp was teaching this course, I HAD to sign up.

I’m not sure where my educational journey will lead me from here, but I’m ready to forge ahead! Let the fun begin!



Illustrated Rules for the Partridge Art Room